1. (text: chapter 2)

2. emphasizes family support/participation supports inclusion of children with disabilities promotes a child’s right to be educated alongside their peers Legislation:

3. is not fixed at the time of birth (genetics), but influenced by environment & experience (Bloom, 1964: Hunt, 1961) develops most rapidly throughout the early years depends on appropriate stimulation from the environment Research shows that intelligence… early intervention compensatory education programs, such as Head Start (1965), designed for children who are disadvantaged. (Their purpose is to provide the some of the same opportunities that advantaged children enjoy). Because of this research, policymakers felt they needed to provide the community with enriched learning environments

4. National Association for Retarded Children (NARC)-earliest & most influential, later re-named Association for Retarded Citizens (ARC), which continues to be a powerful advocacy group Council for Exceptional Children (CEC) Division of Early Childhood (DEC), which is a division of CEC American Speech, Language and Hearing Association (ASHA) A few special- interest groups that helped produce a number of important laws referred to as landmark legislations :

5. Get to Know the Public Laws

6.  PL 90-538 (1968) Handicapped Children’s Early Education Assistance Act (HCEEP) renamed Early Education Project for Children with Disabilities (1992)  purpose is to improve early intervention services for children with disabilities, children who are at risk for disabilities and their families  first heard about people-first terminology  this program no longer exists

7.  PL 92-424 (1972) Head Start Amendments  mandates that 10% of Head Start’s enrollment be children with disabilities, not those who just met the economic requirement  Early Head Start (1995)-serves very low income women and their very young children, helps families develop community-based supports, teaches child development, family development, community development and staff development (Lally & Keith, 1997),  PL 106-402 Developmental Disabilities Act (DDA)  known as Section 504, which focuses on reducing discrimination against individuals with disabilities  everyone with a disability be given access to education, jobs, housing and public buildings  schools must accommodate children who have disabilities but do not qualify for special education (i.e. children with ADD may need special accommodations)

8.  PL 94-142 (1975) Education for All Handicapped Children Act  required to be reauthorized every 10 years; most recent reauthorization, PL 108-446, was in 2004  now known as Individuals with Disabilities Education Improvement Act (IDEA) to reflect a more people-first terminology  guaranteed the right to a free and appropriate public education (FAPE)  children must be provided with appropriate education services that reflect their IFSP/IEP  children must be educated in the least restrictive environment (LRE), with specialized supports provided if necessary

9.  PL 99-457 (1986) Education of the Handicapped Amendments  most comprehensive legislation that mandated services for children birth through 3 years old  IDEA 2004 reconstructed this bill so services for infants & toddlers are now covered under Part C (formerly known as Part H) * Part C states that: * individuals to be served are infants & toddlers who are experiencing developmental delays or are at risk for developing substantial delay * very young children no longer need a label to be served * services need to take place in a natural environment  in 2004 new criteria were added in terms of the IFSP development, Child Find (the process of finding & identifying children who require EI services), transition to kindergarten and dispute resolution (mediation)

10.  now called Individuals with Disabilities Education Improvement Act, PL 108-446, last updated in 2004  “highly qualified” special education teachers are required to hold at least a Bachelor’s degree, and have a full state special education licensure  there are extensive provisions for children with disabilities who are homeless/members of highly mobile populations  Part C is extended to include infants & toddlers beyond 2 years of age up until kindergarten  there are different rules/limitations in the area of disciplining students with special needs (cannot be suspended for more than 10 days if conduct was related to disability)

11.  PL 101-336 (1990) Americans with Disabilities Act (ADA)  parallels Section 504 of the Rehabilitation Act  gives civil rights protection to individuals in private employment, all public services, accommodations, transportation and telecommunications (TDD line), access to child care and recreational programs for younger children  PL 107-110 (2002) No Child Left Behind Act (NCLB)  intended to improve reading & math testing in public schools  requires states to develop accountability standards that measure students annual progress in math and reading  if states show growth in accountability, they qualify for federal funding (if they show little/no growth, they are at risk for losing funding & teachers)  takes into account children with disabilities, English as a second language, children of Native American/Alaskan descent, children of migrant workers and those at risk/abused  there are teacher requirements and family initiates to ensure that no child is left behind by the year 2014

12. children with disabilities or delays are to be tested just like those without disabilities beginning in 3 rd grade accommodations for testing can be made if it is acknowledged in child’s IEP (if it is not written in there, no accommodations can be made) a few children are exempt from state/national testing if they have cognitive or other severe limitations that they cannot successfully take part alternate assessments, such as observations, parent input, teacher input, can be used

13. Prevention and Federal Legislation PL 90-248 (1967) Early and Periodic Screening, Diagnosis, and Treatment-EPSDT  major focus is the prevention of developmental disabilities  low-income children are screened regularly to prevent, detect and treat health problems that could interfere with development  Child Immunization Program-helps to establish/maintain immunization centers to prevent childhood diseases  supplemental food program for women, infants and children (WIC)-1972-gives “nutrition” money to state agencies to provide healthy foods to low-income pregnant and nursing mothers and infants & children at risk for medical problems, provides nutritional counseling & education to families  Medicaid-jointly funded federal & state program, provides medical assistance to low-income families and children with disabilities

14. **ACTIVITY** Federal Legislation Matching Worksheet (Complete for homework)

15.  Week 4: (~30 minutes) A. Introduction to Module 1 1. Video Clip-CONNECT Modules 5-Step Learning Cycle™ (1:40min) 2. Video Clip-Foundations of Inclusion Birth to Five (12 min) B. Step 1: Dilemma 1. Video Clip 1.1-The teacher’s viewpoint (1:50 min) 2. Video Clip 1.2-The family’s viewpoint (2:20 min) 3. Activity Sheet 1.1a-Describe the dilemma C. Step 2: Question 1. Activity Sheet 1.2a-Turn the dilemma into an answerable question Test #1 Review Game: Jeopardy

16.  Introduce assignment & TPBA.  Hand out Kassandra Informational packets.  Choose transdisciplinary groups (students choose on own) and exchange personal information.  Introduce Kassandra through social history (pg 14-final report) and parent pre-assessment interview (pg 5).  If time permits, introduce Kassandra Summary Sheets (for each specific discipline) & Birth-3 HELP Checklists.

17. Test #1 Review Game: Jeopardy